Background: Online education has transformed learning by enabling participation regardless of geographical or temporal constraints. However, effective online instruction requires alignment with learning theories to meet learners' needs. This narrative review examined the major learning approaches (behaviorism, cognitivism, constructivism, and connectivism) and their implications for online medical education.
Methods: A narrative review of the literature from 2000 to 2023 was conducted using ERIC, Scopus, Google Scholar, and ProQuest. The inclusion criteria consisted of peer-reviewed articles focusing on learning theories in higher education, while the exclusion criteria ruled out non-English studies and those lacking empirical or theoretical analysis. Data were synthesized to compare the four learning theories, identifying aspects of their approaches, implications, strengths, and limitations in online medical education.
Results: This review synthesized 59 studies on four learning theories in online medical education. Behaviorism emphasizes structured, measurable outcomes through multimedia and skill reinforcement but overlooks cognitive processes. Cognitivism enhances critical thinking through case studies and simulations, though internal mental processes are difficult to quantify. Constructivism promotes active, collaborative learning through real-world scenarios but requires a shift towards student-centered methods. Connectivism leverages digital networks for self-directed learning but demands high digital literacy and is challenging to implement in traditional settings. Each approach offers distinct strengths and limitations for the design of medical education.
Conclusion: The fundamental ideas and structures of various schools of thought share similarities, providing an opportunity to incorporate principles from different approaches into online medical education materials. Learning theories can be utilized for selecting appropriate practice for various learning goals.